Transcript The Sensorimotor Stage

PCD
Objective 4.03
Understand Brain, Cognitive, and
Language Development of Infant’s
The Sensorimotor Stage
POP QUIZ
• Study these notes for Pop QUIZ tomorrow.
• You will find HINTS throughout the notes
that will help you know what to study for
the quiz.
– See if you can FIND the HINTS!
1.
Jean Piaget’s Theories
1896 - 1980
Four Periods of Learning
1.
2.
3.
4.
Sensorimotor
Preoperational
Concrete Operations
Formal Operations
birth-2 yrs
2-7 yrs
7-11
11-adulthood
•Infant Scientist!
•Children learn about the world
through their senses and body
movements
•Stage broken into 6 different steps
2.
Steps divided by age
1.
2.
3.
4.
5.
6.
Birth to 1 month
1 to 4 months
4 to 8 months
8 to 12 months
12 to18 months
18 to 24 months
3.
Stage One: Birth to 1 month
Practices inborn reflexes
Infants are only aware of
themselves
They do not understand
themselves as a a separate
person
Stage Two: 1 to 4 months
•Learn to combine two reflexes
• For example:
•wave their fists and then bring it to their mouths
Stage Three:
4 to 8 months
• They respond to other stimuli
• Improves hand-eye coordination
•For example
•baby bumps a rattle and it makes a noise,
they may try to bump it again.
4. Stage Four: - 8 to 12 months
Intentional behavior
•They learn certain
actions lead to certain
results
•Imitates others
They learn to
follow objects
with their eyes
•Love playing
Peek-A-Boo
5.
Ten months- learn Object Permanence
•Objects continue to exist
even when out of sight
•Can find partially hidden
objects
Stage Five:12 to 18 months
•Trial and error:
•Push a cracker off high chair
and watch it fall to the floor.
•Then does it again
•Can find hidden objects
•Understands objects exist
independently
Stage Six: 18 to 24 months
•Begin to experiment mentally as
well as physically
•They think about what they are
going to do before they do it
POP QUIZ
• Use these notes to study for your pop quiz
tomorrow!!!!!
• Questions???????
Key Terms
• Check your answers
brain stem
• Controls involuntary activities such as
breathing
cerebrum
• Directs motor activities
Cerebellum
• Controls muscular coordination, balance,
and posture
pituitary gland
• Releases hormones that control
metabolism and sexual development
spinal cord
• Controls simple reflexes that do not
involve the brain
Thalamus
• Controls the way emotions are expressed
Dendrite
• Receives information from other neurons
and passes it on to the body of the nerve
cell; reaches toward dendrites of other
neurons for transmission
cell body
• Processes the information received
Axon
• Carries information from cell body to
dendrites at its tip; releases
neurotransmitters
Myelin
• Coating on axons that makes transmission
easier
Synapse
• Gap between dendrites of different
neurons across which neurotransmitters
travel to relay information from one neuron
to another
Stimulation
• To encourage something such as an
activity or a process so that brain activity
will begin, increase, or develop
Piaget’s Theory of Cognitive
Development
• A theory made up of:
– sensorimotor period
– preoperational period
– concrete operations
– formal operations
sensorimotor period
• A period in Piaget’s Theory where children
learn through the senses
object permanence
• The knowledge that objects have an
existence in time and space, independent
of whether or not they can be seen or
touched
language development
• The human use of spoken or written words
as a communication system
Nonverbal
• Using gestures and moving instead of
words to communicate
word association
• Method of assessing somebody's mental
state or personality by asking the person
to respond with the first word that comes
to mind when a given word is heard
first word
• Same sound used more than once to refer
to person, place, or event
Multiple Choice
Questions
Let’s see what you know!
Which illustrates the function of the
cerebrum?
A. Ann can sit up when propped on pillows
for up to a minute.
B. Betty smiles whenever someone speaks
to her.
C. Cory babbles when his mother reads to
him at bedtime.
D. Don recognizes his father’s voice as he
enters the room.
Answer=A
Brian is crying because he’s been waiting to
be picked up from his crib and no one comes.
Which type of crying is this?
A. Annoyed
B. Afraid
C. Hungry
D. In pain
Answer=A
The baby’s spinal cord was damaged when his
mother accidentally dropped him from the car
seat.
Which type of activities will most likely be
affected?
A. Breathing and other involuntary activities
B. Motor activities
C. Muscle coordination
D. Posture
Answer=D
Objective 4.03
TEST REVIEW
• 70 questions: (1.4 points each=you can miss 5 questions and make a 93=A)
– Chapter 9 handout
– Key Terms
– Give one example from each step of The
Sensorimotor Stage
– Label and define parts of the BRAIN
Independent Practice
• Read the following reference from the textbook,
The Developing Child, page 286.
– “How to Stimulate Brain Development in an Infant.”
• Use the index card provided:
– List at least 3 ways infants’ senses can be stimulated.
– List important facts about stimulating infants’ senses.
• Think-pair-share
– Find the person with the matching card and share
responses with that person
– You will then combine both responses into one
statement to share with the class.
Group Project
• Read in the textbook, The Developing Child,
Chapter 9, page 291-295, Piaget’s Theories:
“The Sensorimotor Period.”
• You will be paired up with another student.
• Develop 3 activities from the reading that are
appropriate for an infant.
• You will share your activity with the class.
• Complete the handout
– “Appropriate Activities for Infants”
• Record activities as they are presented.
• Discuss as students present activities.
• Keep the notes sheet for future use.
Book Project
• TEAMS will be given a children’s book to
read and answer the following questions
on index card.
– How might reading this book over and over
lead to the development of infant language
skills?
– How do the pictures in the book help develop
language skills?
• Write-Pair-Share
– Share your responses to the class.